This study investigated the use of dicto-comp in minimizing errors in students’ writing. The study concerned the type of errors frequently made by the students after the implementation of dicto-comp and the effectiveness of dicto-comp in reducing the students’ errors in writing. The study used the quantitative approach using the quasi-experimental research design. The instrument of the study was writing tests. The study took place at a senior high school in Banda Aceh, Aceh Province, Indonesia. Findings showed that after the implementation of dicto-comp, the students frequently made grammatical errors at 46.42% and mechanical errors at 40.66%.  Further, the t-test results showed that t-test = 2.12 and t-table = 1.70. This indicated that t-test score was higher than  t-table, and thus,  the  alternative  hypothesis  (Ha)  was  accepted  and  the  null hypothesis (Ho) was rejected. Therefore, it can be concluded that dicto-comp decreased the errors in the students’ writing. It is suggested that teachers of English apply dicto-comp technique and/or combine it with another method/ strategy in teaching writing in classroom